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Volume 8 Issue 1 PERSPECTIVE January - June 2016 Don't Teach Me, Let Me Learn! Millennial Learning

.Aman Jain Indivisible Consultant

Abstract workforce (Farell & Hurt, 2014), there has been This research paper attempts to link the millennial increased interest in the behaviors which typify this behavior and attitudes with the appropriate learning cohort of new workers. Concerns emerge with some styles based on adult learning theories. Insights into research citing dysfunctional behaviors of the the preferences and behaviors of this cohort will enable millennials such as self- centeredness associated with learning and development professionals to craft the the "Look at Me" (Myers & Sadaghiani, learning style inventory effective for millennials. This 2010). The millennials are also reported to be understanding will help curate better content and disrespectful, disloyal and lacking in work ethic harness the potential of the millennials in the (Monaco & Martin, 2007; Myers & Sadaghiani, 2010) workforce. The Millennials or Gen Y are the demographic cohort 1. Introduction following . The "no future" Generation X has given way to the "has no clue where we are going" With millennials likely to constitute nearly 50 percent Generation Y (Miller, Shapiro, & Hilding Hamann, 1 of the workforce by 2020 , a greater understanding of 2008).Howe & Strauss (1991) are often credited with millennial behaviors has emerged as an area of interest. coining the word "Millennials". However, there is Older will have to interact with the considerable confusion on the exact year span which millennial social group as they enter workforces and encompass the millennial generation. While Howe& educational institutions (Rodriguez & Rodriguez, 2015). Strauss (1991) defined the millennial cohort as HR practitioners and organizations have to evaluate consisting of individuals born between 1982 and 2004, and implement new strategies to motivate, engage and the ranges of 1982-2000 (Mc Crindle, 2015), 1980 - inspire their millennial population. 1995 (Eddy, Schweitzer, & Lyons, 2010) and 1980-2000 Research has focused on the behaviors commonly (Farell & Hurt, 2014)etc. have also been found to apply demonstrated by the millennials (Eddy, Schweitzer, & to the millennials. A global generational study Lyons, 2010; Myers & Sadaghiani, 2010). However conducted by Price water house Coopers with the learning mechanisms most relevant to the millennials University of Southern California and the London has not been extensively researched. Developing this Business School defined Millennials as those born in insight is critical for learning and development the period 1980- 1995(PWC, 2013). The differences in professionals and instructional designers. This will outlook between the various generations is given in help practitioners in creating effective training modules Table 1 and demonstrates the challenges of working and programs. This will enable millennials to be effectively in a multi-generation environment. successful at the workplace. The environment that the millennials have grown up 2. Millennials in the Workforce in and are commonly exposed to is far different from those experienced by the earlier generations. The Generations exposed to and experiencing similar social, amount of information the millennials get from the technological and historical events, tend to demonstrate , mainly social networks, makes them feel that commonalities of behaviors and ideologies (Twenge, they must be heard when they speak (Bauerlein, 2011). Campbell, Hoffman, & Lance, 2010). With the In the VUCA (Volatile, Uncertain, Complex and increasing population of the millennials in the

1 https://www.pwc.com/m1/en/services/consulting/documents/millennials-at-work.pdf last accessed on 27th May 2016

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Table 1 : Generation classification and typical behaviors associated with the generation Generation Period Current Age Other Names Typical Characteristics/ (youngest) Behavioral Patterns Traditionalists 1945 & 70+ , Silent, Conformers, dedication, sacrifice, before Radio Boomers, duty before pleasure, discipline, The Forgotten Generation patience, loyalty 1946 to 52+ Moral Authority, Anti-government, equal 1964 "Me" Generation opportunities & rights, personal gratification, Gen X 1965 to 35+ The Doers, Post Boomers Balance, diversity, entrepreneurial, 1981 fun, highly educated Millennials 1982 to 16+ Gen Y, Gen Next, Self-confident, sociability, 2000 Echo Boomers diversity, extreme fun, extremely techno savvy, extremely spiritual, now! Centennials 2001 <16 iGen, Gen Z, Gen Zee Vigilant outlook, tempered onwards expectations, less self absorbed, more self assured

Ambiguous) world, the use of is essential a low tolerance for delays, millennials expect quick and appears to be the key to ensuring knowledge information, feedback, results, team achievements, transfer (Rodriguez & Rodriguez, 2015). The impact of personal promotions, and fostering interpersonal media has been massive in shaping how the millennials relationships in the fastest way possible (Bohl, 2009; have grown and adapted to their world. Millennials Feiertag & Berge, 2008; Monaco & Martin, 2007; have better understanding of media and digital Immerwahr, 2009; Skiba & Barton, 2006). Therefore technology and are considered to be tech savvy (Cleyle, instant gratification permeates practically every aspect Partridge, & Hallam, 2006; Connor, Shaw, & Fairhurst, of their lives and interactions. Skipping processes, lack 2008; Feiertag & Berge, 2008; Glass, 2007; Skiba & of consensus in group decisions, absence of Barton, 2006; Sweeney, 2012; Twenge, Campbell, conventional courtesies, and skirting on ethical issues Hoffman, & Lance, 2010). are tolerated behaviors (Cleyle, Partridge, & Hallam, 2006; Gorman, Nelson, & Glassman, 2004; Meister & Millennials demonstrate higher levels of self-confidence Willyerd, 2010; Sweeney, 2012; Wilson & Gerber, 2008). (Bohl, 2009 ; Connor, Shaw, &Fairhurst, 2008; Hartman &McCambridge, 2011; Monaco & Martin, 2007 ; Myers Millennials' capacity to assimilate and manage & Sadaghiani, 2010).Millennials are often termed as knowledge does not appear different from other multitaskers as they perform tasks simultaneously and generations. However, the propensity and regularity believe their performance excels in this manner (Bohl, to read emails and short bits of text on web pages is 2009; Feiertag & Berge, 2008). Their way of processing much more than books (Twenge, 2013). new knowledge tends to be more practical and "hands Millennials are also seen to be autonomous and have on" (Bauerlein, 2011; Monaco & Martin, 2007; Skiba & less respect for hierarchical structures in workplaces, Barton, 2006; Wesner & Miller, 2008). particularly if actions are not well structured or Rewards for participating in activities, rather than the supported by a safety net (Howe & Strauss, 1991). rewards for achievement is an expectation of the While Millennials prefer working hard, they millennials (Tolbize, 2008; Meister & Willyerd, 2010). demonstrate a willingness to sacrifice high incomes for Immediate gratification is an expectation, like a leisure time or health. They demonstrate an affinity for birthright. They show interest in the allocation of tasks a good work life balance. With diversity being part of to complete as a team but the level of commitment the natural environment of millennials, acceptance of among members is very shallow (Twenge, 2013). With diversity is demonstrated in their preference for

IMJ 61 Aman Jain Volume 8 Issue 1 January - June 2016 teamwork (Myers & Sadaghiani, 2010), but the c. Orientation to Learning: As an individual matures expectation is for the team environment to provide his/her time perspective changes from one of post- speed, convenience, flexibility and power (Connor, poned application of knowledge to immediacy of Shaw, &Fairhurst, 2008; Gorman, Nelson, & Glassman, application, and accordingly his/her orientation 2004 ; Skiba & Barton, 2006; Sweeney, 2012; Twenge, toward learning shifts from one of subject- Campbell, Hoffman, & Lance, 2010). centeredness to one of problem centeredness. 3. Adult Learning Theory - Androgogy d. Motivation to Learn: As an individual matures the motivation to learn is more internal Theories supporting adult learning argue that the process of learning is essentially social in nature (Dachner & Polin, 2016). For instance, Kolb (1984) argued for experiential learning based on the constructivist perspective. The experiential learning theory is built on the propositions that learning is a process of creating knowledge; all learning involving re-learning; learning requires resolution of conflicts and differences; and learning is a holistic process of adaptation and resulting from a synergistic transaction between learner and environment (Kolb & Kolb, 2005). Effectiveness of learning depends on quality of content and delivery mechanisms. For this purpose, Blooms' taxonomy is mainly used to help instructors in evaluating course materials, objectives and assess performance (Halawi, McCarthy, & Pires, 2009). This taxonomical approach groups the behaviors into Knowles' espoused principles of Andragogy are: Adults cognitive, affective and psychomotor categories of need to be involved in the planning and evaluation of learning. Blooms taxonomy helps facilitators assess their instruction; adults are most interested in learning learning outcomes on the basis of creating, evaluating, subjects that have immediate relevance and impact to analyzing, applying, understanding and remembering their job or personal life and Adult learning is problem the concepts. centered rather than content oriented. Knowles (1913 - 1997) defined andragogy as the art So while Blooms' approach is more focused on creating and science of adult learning. The five assumptions pedagogy and Kolb's approach is based on the about the characteristics of adult learners (andragogy) experiential learning process, we find the Knowles that are different from the assumptions about child approach to be an integration of both these theories learners (pedagogy) are: and more relevant for adult learning. Self-Concept: As an individual matures his/her self- 4. Knowles Learning Principles and Millennial concept moves from one of being a dependent Learning Style personality toward one of being a self-directed human People in the workplace have many opinions about being millennials' development preferences and behaviors, a. Adult Learner Experience: As an individual matures, but most of these lack supporting data. Due to the lack the growing reservoir of experiences becomes an of substantial information, organizations struggle to increasing resource for learning. identify how they can customize development to appeal b. Readiness to Learn: As an individual matures his/ to the millennial population. her readiness to learn becomes oriented increasingly It is interesting to understand that millennials highly to the developmental tasks of his/her social value development opportunities at work. Sixty five roles. percent of millennials stated that the opportunity for

IMJ 62 Aman Jain Volume 8 Issue 1 January - June 2016 personal development was the most influential factor strongly integrate to a demonstrated behaviorhave in choosing their current job (Pricewaterhouse Coopers, been mapped in our argument. We have also chosen 2011). Millennials are 34% more likely to rank learning to map the characteristics in the sequence in which and development as one of the top five important learning happens. The learning sequence typically starts employer value proposition attributes. While it is with getting introduced to a new concept, known that non-technology-based learning approaches understanding, applying, reflecting and then re- may also appeal to the millennials, characteristics of applying the learning, which is in sync with various multi- tasking, need to understand what's-next, and steps of the adult learning theories. attention and feedback seeking behavior morph the Knowles introduced the concept of self-directed learning preferences for them. Those of the millennial learning which is based on the principle that people generation who are described as digital natives, who take the initiative in learning will learn more, be individuals who have never known a world without motivated to learn, retain and make use of the learning , often fail to separate technology from what (Knowles, 1975). The theory behind self-directed that technology enables us to do (Farell & Hurt, 2014). learning comes from the word andragogy (Knowles, This influence must be considered heavily when 1975). Andragogy is the art and science of helping determining learning mechanisms of millennials. adults learn (Knowles, Holton & Swanson, 1998). Increasingly leveraging technology as a learning platform is becoming popular for a wider, quicker and As a result of Knowles' work, there are two models of easier dissemination of knowledge (Brown & Charlier, learning: the pedagogical model and the andragogical 2013).Use of interactive technological elements in model. Initially, Knowles (1975) established five sets learning activities surely appeals to the millennial of learner assumptions: (i) Concept or self-concept of generation's active learning style and also aligns with the learner, (ii) role of learner's experience, (iii) millennials being tech savvy. Therefore technology readiness to learn, (iv) orientation to learning and (v) based learning, such as online and mobile learning motivation to learn. The five adult learning assumptions platforms as the mode of knowledge transfer, making are: use of simulations, games, quizzes, MOOCs, web based The learners' Concept or self-concept: In the interactions, videos or even research repositories, which andragogicalmodel, this implies that learners want to will be available at anytime and anywhere would be be responsible for their own learning by being self- preferred. These technology based learning methods directed. As established in research, millennials do not also fosters team orientation and collaboration for like the feeling of "being taught" and would make an group exercises which connects people across the globe effort to learn when they become aware that a situation to take up assignments cross borders and complete warrants/requires learning. Effective learning methods them virtually. need to provide an environment of self-directed Considering the behaviors and attributes of the learning, otherwise they meet resistance by the adult millennial generation, we believe that the learning learner. The ability to let millennials choose both their methodologies adopted by practitioners would need learning curriculum, as well as the depth of detail to be adapted to better suit the millennial generation. would find greater acceptance by this cohort. Integrating Knowles andragogy with the millennial Emphasizing on individualization of teaching and behavior, we propose a learning model as shown in learning will therefore ensure complete control of what Figure 2 that would increase the effectiveness of learners want for themselves (Brown & Charlier, 2013). trainings and knowledge acquisition for the millennials. 1. The learners' experience: As per Knowles learning, (Fig. 2) adults learn from their peers and the multitude of While the various millennial traits and characteristics experiences in their lives. These experiences help in may amplify differently based on the context, we may building a strong set of beliefs, values, and perspec- also see one-to-many mapping of Knowles andragogy tives. Millennials prefer environments which are principles to the millennial traits. Nevertheless the more inclusive, respectful of team contribution and ones that primarily relate to a Knowles concept and provide strong peer to peer learning. The learning

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Figure 2 : Millennial Learning Model

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methodology which best replicates this ecosystem such as Coursera, Udemy, EdX etc. offer a variety of are gamified platforms, case study learning etc., content and allow the consumers to runt, evaluate and which involve high levels of peer involvement. comment on the content, therefore making the entire Millennial learners respond well to teaching and experience more collaborative by nature. Accessing learning strategies aligned on these dimensions. content through mobile devices as well as laptops / 2. Readiness to learn: Knowles suggests that the adults' desktops is increasingly acceptable form of learning. readiness to learn is motivated by a need to grow, This also meets the "my time" requirement of the with a clear linkage to "what's-in-it-for-me". Adults millennials. However, individual motivation and work would prefer to learn where the application of the load also determines the time spent on e-learning learning is visible in the very near future. This platforms.(Brown K. G., 2005). E-Learning is therefore marries with the "instant gratification" need of the emerging as a more efficient and effective platform for millennials. Displaying learning outcomes through disseminating knowledge. quiz scores, providing opportunities to the 5.2 millennials to establish their learning outcomes With content pushed in smaller bites, followed by quickly. Hence instant gratification has to be an quick assessments, competitive leaderboards calling element considered while designing learning expe- out peer performance and instant e-recognition makes riences of millennials. learning a more social or collaborative exercise. The 3. Orientation to learning: Adults are situational learn- guerilla tactics is driving key learning outcomes ers and learning shifts from the subject-centredness through games helps align with the organization needs (theory) to problem-centredness (practical). They (Blunt, 2007) (Erenli, 2016) will learn more effectively if the new knowledge is applicable to a real- life situation (Knowles, Holton Few popular ways of gamifying learning are & Swanson, 1998). Millennials also demonstrate the • Gamified Assessments: Conventional assessments need for deriving meaningful work and getting are changed into short learning activities that take solutions and results. less than two 2 three minutes to complete. Learning facilitators will therefore need to link • Providing Choices: Allowing a wide variety of experiential learning tools and practical situations choices like difficulty level of challenge (beginner, like case studies, simulations, role plays into the interme- diate, advanced), types of questions based andragogy for millennials. on their interest. 4. Motivation: Adult learners are driven by intrinsic • Performance/Participation based Badges for moti- motivations such as enhanced satisfaction, better vation: Create badges for crossing a specific level quality of life, etc. as also by external motivators of participation in the learning module and also like promotions, social recognition etc. Millennials, based on performance. who have been described as the "Look at me • Encourage collaboration: Encouraging learners to generation" (Myers & Sadaghiani, 2010), especially work together on questions, a common practice of respond well to recognition. Hence methodologies gamers who team up in order to achieve an epic which display high achievement through leader score. boards, gamification tool are well accepted by this cohort. • Leaderboards for status update and feedback: Essen- tially gives a quick overview of performance of all 5. Tools for Effective Learning for the Millennials the learners on the platform. It also gives the 5.1 E-Learning individual performance dashboard for greater un- Compared to the previous generations, millennials are der- standing of the way one has to improvise. more adept to the visual way of learning and learning • Reward mastery: Get extra bonus points for excellent through technology. Their ability to create content is performance matched by their potential to consume the same. 5.3 Simulation based learning Multimedia platforms and social learning platforms

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With higher acceptance of peer-to-peer learning, Education, 40(2), 121-151. scenario based learning methodologies are widely being Eddy, S. N., Schweitzer, L., & Lyons, S. T. (2010). New used for millennial learning for a blended approach Generation, Great Expectation : A Field Study of Millenial Generation. Journal of Business and (Brown & Charlier, 2013). Case based learning is a Psychology, 25(2), 281-292. popular tool, which emphasizes real life situations and Erenli, K. (2016). Generation I (mmersion)--How to meet allows for healthy debate and active learning. Equally, learner expectations of tomorrow. International Journal business simulations and experiential/outbound of Automation & Computing 9(1). learning interventions focus on real time behaviors, Farell, L., & Hurt, A. (2014). Training the millennial reactions, scenarios which foster holistic development. generation: Implications for organizational climate. E Journal of Organizational Learning \& Leadership, 12(1) Conclusion pg. 47 - 60. The success of the millennials in the workforce is Feiertag, J., & Berge, Z. (2008). Training generation N: How contingent on understanding what makes them tick. educators should approach the Net Generation. Education + Training, 50 (6) 457--464. Our paper highlights how learning mechanisms also need to change to adapt to the millennials preferences Glass, A. (2007). Understanding generational differences for competitive success. Industrial and Commercial Training, and styles. Based on Knowles andragogy, we proposed 39(2) 98--103. a learning model for millennials which allows Gorman, P., Nelson, T., & Glassman, A. (2004). The Millennial millennials to control what they learn, when, where Generations: A strategic opportunity. Organizational and how they learn. The needs like instant gratification, Analysis, 12(3). success and recognition at workplace are met by tools Halawi, L. A., McCarthy, R. V., & Pires, S. (2009). like gamification, public leaderboard, social learning An evaluation of e-Learning on the basis of Bloom's and quick feedback mechanisms. taxonomy : An exploratory Study. Journal of Education for Business, 374-380. Bibliography Hartman, J., & McCambridge, J. (2011). Optimizing Bauerlein, M. (2011). The : Arguments for and millennials' communication styles. Business Against , Google, Texting, and the Age of Social Communication Quarterly, 74(1), 22 - 44. Networking. New York: Penguin. Howe, N., & Strauss, W. (1991). Generations: The History Blunt, R. (2007). Does game-based learning work? Results of America's Future, 1584 to 2069. New York, NY: from three recent studies. Proceedings of the Interservice/ William Morrow & Company. Industry Training, Simulation, \& Education Conference, Immerwahr, J. (2009). Generational differences. (pp. 945--955). TeachPhilosophy101 (TF101), Villanova University, Bohl, J. C. (2009). Generation X and Y in Law School: Practical Villanova, PA. URL: http://www. teachphilosophy101. strategies for teaching the 'MTV/Google'generation. org/Default. aspx. Loyola Law Review, 54 (1). 1 - 37. Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Brown, K. G. (2005). A field study of employee e-learning Spaces : Enhancing Experiential Learning in Higher activity and outcomes. Human Resource Development Education. Academy of Management Learning & Quarterly, 16, 465-480. Education, 4, 193-212. Brown, K. G., & Charlier, S. D. (2013). An integrative model London Business School; Pricewaterhouse Coopers; of e-learning use : Leveraging theory to understand and University of Southern California;. (2013). PwC's increase usage. Human Resource Management Review, NextGen: a global generational study: evolving talent 23, 37-49. strategy to match the new workforce reality: summary and compendium of findings. New York: Cleyle, S., Partridge, H., & Hallam, G. (2006). Educating the Pricewaterhouse Coopers. millennial generation for evidence based information practice. Library Hi Tech, 24(3) 400 - 419. Mc Crindle, M. (2015). Superannuation and the Under 40's: Summary Report: Research Report on the Attitudes and Connor, H., Shaw, S., & Fairhurst, D. (2008). Engaging a Views of Generations X and Y on Superannuation. new generation of graduates. Education+ Training, 50(5) McCrindle Research, 1965-1981. 366 - 378. Meister, J., & Willyerd, K. (2010). Mentoring millennials. Dachner, A. M., & Polin, B. (2016). A systematic approach Harvard Business Review, 88(5), 68-72. to educating the emerging adult learner in under graduate management courses. J ournal of Management Miller, R., Shapiro, H., & Hilding Hamann, K. (2008). School's Over: Learning Spaces in Europe in 2020: An Imagining

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Exercise on Future of Learning. Seville, Spain: Institute Twenge, J., Campbell, S., Hoffman, B., & Lance , C. (2010). for Prospective Technological Studies. Generational differences in work values: Leisure and Monaco, M., & Martin, M. (2007). The millennial student: extrinsic values increasing, social and intrinsic values a new generation of learners. Athletic Training Education decreasing. Journal of Management, 36(5), 1117-1142. Journal, 2(2), 42 - 46. Wesner, M., & Miller, T. (2008). Boomers and millennials Myers, K. K., & Sadaghiani, K. (2010). Millennials in the have much in common. Organization Development Workplace : A Communication Perspective on Journal, 26(3), 89-96. Millennials' Organizational Relationships and Wilson, M., & Gerber, L. (2008). How generational theory Performance. Journal of Business and Psychology, 25(2), can improve teaching: Strategies for working with the 225-238. "millennials". Currents in Teaching and Learning, 1(1), Pricewaterhouse Coopers. (2011). Millennials at work: 29-44. Reshaping the workplace. Pricewaterhouse Coopers. Aman Jain is a Graduate in Electronics & Communication Rodriguez, A., & Rodriguez, Y. (2015). Metaphors for today's Engineering & a Post Graduate Diploma in HR from leadership: VUCA world, millennial and "Cloud Symbiosis, He has built a to resonate with his Leaders". Journal of Management Development, 34(7) passion in training. A Learning & Development 854 - 866. Professional with 8 years' experience in Talent Skiba, D., & Barton, A. (2006). Adapting your teaching to Development, Behavioral Interventions, Leadership accommodate the net generation of learners. Online Development, Experiential learning & Academic Capacity Journal of Issues in Nursing, 11(2). Building. He currently heads the Learning & Development Sweeney, R. (2012). Millennial behaviors and higher for the India entity of a large US based apparel and education focus group results. How are Millennials footwear retail MNC firm. He is a certified Belbin Team different from previous generations at the same age? NJIT Roles Practitioner, Neuro Linguistic Programming & Journal. Retrieved from http://library1.njit.edu/staff- Transactional Analysis Practitioner and a Certified DDI folders/sweeney/ Facilitator. He continues to work with academic groups Tolbize, A. (2008). Generational differences in the workplace. (faculty & ) in self- development & quality Research and Training Center of Community Living, 1 improvement areas of educational systems and processes. - 13. He may be contacted at [email protected]. Twenge, J. M. (2013). Teaching of Psychology. SAGE Publications, 66 - 69.

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